PARENT TIPS
T hey have dedicated breakout or ‘chill-out spaces’ where children can have movement breaks or combine learning with physical exertion.
T hey’re respectful of their pupils’ privacy and individuality. T hey have a variety of breaktime activities for all children, such as board games or playground space for those who aren’t as active, as well as physical outlets for children who prefer being active, like a climbing frame and running/ jumping space. T hey are truly SEN-focused across all pupils and all children have access to a variety of learning methods. O ther children have 1:1 support in the classroom and the school is supportive of parents who want 1:1 support for their child. If you are looking for guidance on the school search process or are looking for a one-to-one teacher or assistant for your child, we can help guide you
Unlocking Potential Resources to support neurodiverse students Susana Gonzalez, the director and founder of ND Bright Brains, is a passionate advocate for neurodivergent students and a firm believer that the key to unlocking their potential lies in educating both adults and children about neurodiversity. With 18 years of experience teaching science in UK secondary schools - including her role as Head 36 | EDUCATION CHOICES MAGAZINE | S P R I N G 2 02 5
through a multitude of options, but hopefully some of the tips we’ve mentioned here are a useful starting point for you, whatever your current situation. NATALIE VERBO Director of Firefly Education www.fireflyeducation.co.uk
of Chemistry at an all-girls’ grammar school in Kingston-Upon-Thames Susana’s journey into neurodiversity education was both professional and deeply personal. Her transition from Science teacher to neurodiversity specialist was driven by a desire to bridge the gap between traditional education systems and the unique needs of neurodivergent students. After qualifying as a Dyslexia assessor and completing numerous courses on neurodiversity and wellbeing, Susana founded ND Bright Brains Ltd. Since then, she has trained over 1,000 teachers and parents in neurodiversity and learning strategies, while also mentoring neurodivergent (ND) young people in mainstream schools. Susana’s work is rooted in the idea that educational settings are more suited for neurotypical brains, which can leave ND students struggling - not only with academic challenges, but also with mental and emotional exhaustion. She emphasises that supporting ND students isn’t just about providing accommodations - it’s about fostering an inclusive learning environment where learning differences are normalised and diverse strengths are
